Assessment
MD. MASUM BILLAH
Assessment is an integral part of any kind of learning. It determines the progress of the learners. It also determines the degree of the progress made by a teacher in respect of making his/her pupils understand the topic or subject he/she teaches. Assessment guides or tells him whether he should change the course of his action, way of delivering things and art of teaching. So, assessment is a very important part of the whole teaching and leaning process. Most teachers only think that the main aim of assessment system is to measure student’s performance. It measures a teacher’s performance as well. The more a teacher is expert in assessing his students, the more he enters the depth of his profession. Until and unless a teacher knows well how to assess his students, he cannot be a good teacher as teaching and assessing go hand in hand. A teacher should also know what kind of assessments he/she should do. Which one stirs the students and gives them benefit. Usually two kinds of assessments are practiced in our educational institutions such as summative and formative assessment. Formative assessment is very important and it can be done with almost reality but the summative may not always give the exact figure. However, this assessment is done mostly in our public and international examination. It takes less time but formative assessment takes time. It is not always easy to conduct such kind of assessment.
Assessment has a major impact on teaching and learning. The assessment of student learning has often been seen a tiresome and harmful necessity. Tiresome is in the sense that a teacher is to examine a lot of scripts employing his/her physical and mental labour. Students are to remain busy mentally, physically and even psychologically. It is said harmful because it seemed to encourage cramming and superficiality. In most cases students prefer selective learning which somebody considers it a commercial learning. It is very practical that learners want to have commercial benefit from their learning and reading. Whatever tiresome or troublesome it is, assessment is a must as without it learners will hardly feel encouraged to read and learn. Teachers will have no exiting game or work with the student if there is no assessment system. Students’ future, career, life, development, encouragement are determined by the assessment. Whatever, pain they have to bear special kind of taste and pleasure they derive from the examination. As assessment reinforces learning, so, it must be an integral and planned part of the whole learning process. A program may have excellent curriculum and materials, but if its assessment component is not well designed and integrally aligned with both of these, the entire program may ultimately fail to achieve its objectives. In this case I like to cite the example of our communicative English syllabus. Our communicative curriculum is excellent but the examination system still does not fully or appropriately reflect CLT.
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Assessment is an integral part of any kind of learning. It determines the progress of the learners. It also determines the degree of the progress made by a teacher in respect of making his/her pupils understand the topic or subject he/she teaches. Assessment guides or tells him whether he should change the course of his action, way of delivering things and art of teaching. So, assessment is a very important part of the whole teaching and leaning process. Most teachers only think that the main aim of assessment system is to measure student’s performance. It measures a teacher’s performance as well. The more a teacher is expert in assessing his students, the more he enters the depth of his profession. Until and unless a teacher knows well how to assess his students, he cannot be a good teacher as teaching and assessing go hand in hand. A teacher should also know what kind of assessments he/she should do. Which one stirs the students and gives them benefit. Usually two kinds of assessments are practiced in our educational institutions such as summative and formative assessment. Formative assessment is very important and it can be done with almost reality but the summative may not always give the exact figure. However, this assessment is done mostly in our public and international examination. It takes less time but formative assessment takes time. It is not always easy to conduct such kind of assessment. Assessment has a major impact on teaching and learning. The assessment of student learning has often been seen a tiresome and harmful necessity. Tiresome is in the sense that a teacher is to examine a lot of scripts employing his/her physical and mental labour. Students are to remain busy mentally, physically and even psychologically. It is said harmful because it seemed to encourage cramming and superficiality. In most cases students prefer selective learning which somebody considers it a commercial learning. It is very practical that learners want to have commercial benefit from their learning and reading. Whatever tiresome or troublesome it is, assessment is a must as without it learners will hardly feel encouraged to read and learn. Teachers will have no exiting game or work with the student if there is no assessment system. Students’ future, career, life, development, encouragement are determined by the assessment. Whatever, pain they have to bear special kind of taste and pleasure they derive from the examination. As assessment reinforces learning, so, it must be an integral and planned part of the whole learning process. A program may have excellent curriculum and materials, but if its assessment component is not well designed and integrally aligned with both of these, the entire program may ultimately fail to achieve its objectives. In this case I like to cite the example of our communicative English syllabus. Our communicative curriculum is excellent but the examination system still does not fully or appropriately reflect CLT.
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